Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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therapy. The baseline score (p-value=0.003) change in BDBI was shown to be a significant influential factor but school or group continued to be non-significant factors. This means that, even when the students had very different scores, their baseline scores for each BSCI and BDBI were the best indicators to predict variation in the change scores for each inventory. These findings are convincing because these tests also showed that there was more power, that is confidence, in the model to predict accurate results in the BSCI and BDBI variables: the model was robust for 90% of the time for the BSCI and over 70% for the BDBI. However, there was nothing in this model that could accurately describe change in anxiety because there was no significant factor that was found to affect the change in students’ self-reported levels of anxiety. There was also less power: only 31% of cases could be predicted with the model in the change scores using the BAI. In order to explain the parameter estimates more clearly, the means and the confidence intervals 45 for these data according to the model are shown in appendix 6.2h. 6.3 Findings from the Beck Inventories for Youth: comparing results between groups with and without music therapy Having looked at the students’ change scores from before to after music therapy, a secondary analysis investigated the difference in scores between the two groups at the second data collection point. This, therefore, compared the results of one group (A) who had had music therapy to the other (B) which had not. Observations for the Hawthorne effect, that is whether students’ responses in group B altered because they knew they were participating in a project, could also be investigated. Bar graphs for each inventory show the change scores for the two groups. Descriptive statistics are presented first (6.3.1-6.3.3) followed by results from the MANOVA (6.3.4). !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! %& !A confidence interval is the degree of certainty about a population estimate which has been made from a random sample of data. The confidence interval shows that 95% of the data range between the lowest and highest values. Confidence intervals contain enough information to judge statistical significance (Howitt and Cramer, 2011). ! ! "%)!
6.3.1 The Beck Self-Concept Inventory for Youth: descriptive statistics The graphs in figure 6.3.1 show the difference in the scores for each group’s answers of the BSCI between the first and second wave of data collection. Figure 6.3.1 Difference in groups’ scores from the first two waves of data from BSCI Change scores for BSCI Group A Change scores for BSCI Group B Change score #+! "+! +! C"+! C#+! Individual students Change in BSCI scores with music therapy Change score #+! "+! +! C"+! C#+! Individual students Change in BSCI scores without music therapy There was, approximately, a 50:50 split of students in group A showing an increase:decrease in their self-concept scores whereas in group B 75% reported an increase and only 25% a decrease. This could look as though students who have had music therapy scored less well than students who had not. However, it could further support to the suggestion made previously (6.2.1) that music therapy helps develop a stronger sense of self and group A, therefore, give more honest and insightful answers than B. The summary statistics (table 6.3a.i in appendix 6.3a) show that the students in both groups have a similar maximum score (group A=11, group B=12) and, although the mean declines in group A (mean= -2.85), the standard deviation was wider than group B (SD = 9.06), which reflects the increased uncertainty in their responses. Group B answered more consistently (mean = 5.00, SD = 6.95) and came across as more selfassured. ! "%*!
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ANGLIA RUSKIN UNIVERSITY MUSIC THER
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Marion Long Thank you for conductin
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2.4 Arts therapies for adolescents
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5.3.3 Recruitment and grouping ....
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7.7.2 On talking, playing and being
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COPYRIGHT Music Therapy for Youth a
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LIST OF FIGURES Chapter 3 Figure 3.
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Figure 7.5.3 Do you think you get e
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LIST OF TABLES Chapter 5 Table 5.2
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CHAPTER 1 INTRODUCTION 1.1 Introduc
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1.2 Adolescence and adolescent cult
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Comments on an article concerning t
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week. He was quite happy to have th
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(Grimshaw, 1996). Although this ter
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start. However, school files which
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When there is emotional distress, t
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and counter-transference. In chapte
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1.5.2 Overview of methodology In or
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CHAPTER 2 LITERATURE REVIEW 2.1 Int
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2.2.1 Literature on adolescents and
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influence or impress others as a me
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how it can ‘enhance a variety of
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2.3.1 Descriptive articles In a pub
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De Backer (1993), in his account of
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with authority figures, even gangin
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threatening for the adolescents who
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Recurring themes in drama therapy a
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In the UK, a randomised, controlled
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acquire musical skill. ‘First and
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2.7.1 Descriptive articles There ar
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emotional and behavioural problems
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school time and attendance was high
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The sessions aimed to increase the
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are, whatever educational setting t
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had an impact on music therapy and
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3.2.1 Inclusion The Government Gree
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The Learning Support Unit at Cotten
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The school focuses on individual le
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alcohol or drug addictions, many ar
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all students in music therapy is to
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asked if he could take one of the w
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Figure 3.4.2 After the bike worksho
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3.5 Music therapy and the education
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eginning I used to talk to staff as
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many of these students can seem dir
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others to hear what is being played
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CHAPTER 4 (WITH DVD) AN APPROACH TO
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particularly well with adolescents
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Rogers’ methods, and the form of
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my approach has been shaped by the
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time!” he shouts and I react “T
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a free-flowing stream of expression
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Music is often related to on an emo
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Subsequently he was able to share h
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Adolescents who are not sure of the
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It is important to address the use
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Vignette 4.5 Gary, 15, wanted to si
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Page 119 and 120: Figure 4.4.6 Rose’s drawing She s
Page 121 and 122: Gerald in the story, the most remar
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Page 125 and 126: CHAPTER 5 METHODOLOGY 5.1 Introduct
Page 127 and 128: Table 5.2 Overview of the design an
Page 129 and 130: Group B could be considered as a wa
Page 131 and 132: 5.3 Participants Students at risk o
Page 133 and 134: Figure 5.3.3 Recruitment and groupi
Page 135 and 136: students’ choosing. The work vari
Page 137 and 138: The Beck Youth Inventories of Emoti
Page 139 and 140: School generally find reading more
Page 141 and 142: Effort was made to match the subjec
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Page 145 and 146: e shared out between them. As the p
Page 147 and 148: Table 5.9.1 Topics set out in the i
Page 149 and 150: 5.9.2 Thematic review of interviews
Page 151 and 152: CHAPTER 6 KEY FINDINGS FROM THE QUA
Page 153 and 154: part of the project (9.3.1). Overal
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Page 157 and 158: Table 6.2.3 Summary statistics of a
Page 159 and 160: Figure 6.2.2.2 CVC students: the di
Page 161 and 162: Figure 6.2.3.1 Centre School studen
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Page 169 and 170: Figure 6.3.3 Difference in groups
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Page 175 and 176: 6.5 Findings from the music therapy
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Page 179 and 180: All nine students felt that at leas
Page 181 and 182: Table 6.5d.III (in appendix 6.5d) s
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Page 185 and 186: 6.7 Findings from school attendance
Page 187 and 188: CHAPTER 7 KEY FINDINGS FROM THE QUA
Page 189 and 190: Table 7.1 Themes from the predeterm
Page 191 and 192: Figure 7.2.1 How do you express you
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Page 195 and 196: 7.4 Students’ attitudes to school
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Page 205 and 206: 7.7.1 On improvising “Yeah lettin
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CHAPTER 8 CASE STUDIES 8.1 Introduc
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way, were able to comment with unde
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He started to be more honest in ses
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John’s results were remarkable fo
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8.6 Case study 5: David David’s s
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CHAPTER 9 DISCUSSION AND CONCLUSION
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7. Positive effects of music therap
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how they raise difficult issues rel
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9.3 Reflections on the method The c
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esults because this was my instinct
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All the students’ responses to th
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feelings of anxiety It is also poss
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Lastly, there is the possibility th
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caution. These young people with an
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9.7 Looking Ahead Collaboration wit
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REFERENCES Aasgaard, T., 2005. Assi
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Baker, F. and Jones, C., 2005. Hold
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Breslow, N., 1981. Odds ratio estim
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Cole, T., 1998. Understanding chall
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DCSF, 2010. Pupil absence in school
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Dowling, E. and Osbourne, E. 1994.
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Fruchard, G. and Lecourt, E., 2003.
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Hallam, S. and MacDonald, R., 2009.
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Ierardi, F. and Jenkins, N., 2012.
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Koshland, L., 2010. PEACE through d
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S.Hadley and G. Yancy, eds. Therape
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Miller, A., 1997. The drama of bein
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Parsons, R., 2009. Teenagers! What
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Bruscia, ed. 1991. Case studies in
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Children and Adolescents. Preventio
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Triangle and Coram, 2011. Music The
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Wigram, T., Lumley, J. and Steen, C
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